The document discusses the key considerations for properly testing writing ability. It identifies four main problems in testing: 1) using representative tasks, 2) eliciting valid writing samples, 3) ensuring scores are valid and reliable, and 4) providing feedback. For each, it outlines various factors that test designers should take into account such as specifying all content domains, including a representative task sample, restricting candidates, using appropriate scoring scales, and calibrating scorers. The goal is to develop writing tests that accurately measure students' abilities.
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Writing and testing high frequency trading engines in javaPeter Lawrey
JavaOne presentation of Writing and Testing High Frequency Trading Engines in Java. Talk looks at low latency trading, thread affinity, lock free code, ultra low garbage and low latency persistence and IPC.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
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With the advent of the so-called Web 2.0 platform, more and more applications are using client-side JavaScript for vital features. In fact, some applications are so JS-heavy that they redefine JavaScript as a full-fledged application development language. In this tutorial we discuss some architectural considerations of JS- and AJAX-heavy applications and present in detail our testing framework, with plenty of code examples.
This is a PowerPoint presentation which is based on chapter 3 : Designing Classroom Language Tests, and taken from Language Assessment Principles and Classroom Practices ( H. Douglas Brown )
PROJECT 1 Personal Skills AssessmentPurposeThe purpose of .docxdenneymargareta
PROJECT 1: Personal Skills Assessment
Purpose:
The purpose of this assignment is for you to develop a clear picture of the skills that you possess right now to qualify you for likely success in the job for which you will apply.
Outcomes:
Students will accurately assess their critical thinking skills showing areas of improvement.
Students will be able to evaluate the skills of greater to lesser weakness so that they can improve for future work assignments or job moves.
Students will be able to see the skill set that employers will be wanting in a career capacity.
Assignment Background:
The assignments for this class will all be related and will seek to complete a candidate portfolio that will be presented at the end of week seven. Students will be expected to present a draft of each assignment on the milestone date given. The faculty will review the draft and give feedback along with a grade for the draft. When the portfolio is submitted complete with revisions in week seven, the faculty member will grade it as a completed portfolio at which time additional points will be assessed on the quality of the portfolio and its chances for getting the job.
Assignment:
Rainbow Paints has six people retiring soon and they want to give their existing personnel first chance to fill the jobs. You are anxious to move up in the company to a management position and happily apply. The candidate portfolio, given to you by HR as a candidate, contains a series of tests which will help them in assessing what position you are best suited to fill. It also contains a short job description for each of the positions that will open. Since you are familiar with the current job holders you are thinking, that the types of test they are you to take will not only tell HR what job is best for you, but it should tell you as well. This may give you a better idea of your chance of getting the position.
Steps for Completion of the Assignment:
1. Take all the quizzes found in the list located with the chart below the paper instructions.
2. Answer the implication questions using a table like the one below with the headings illustrated. You can form any table shape you want but it must have the three column headings.
Type of quiz
Quiz Taken
Implication Question Answers
3. When you have completed the chart, in a 2-3-page summary explain your results and select the position you surmise will be the best fit and explain why.
Points to be covered in the summary are:
a general evaluation summary of the quiz results;
the implications for the jobs available;
the job or jobs that best fit you and why;
The reasons why you made the selection; and
how your selection is best for the effectiveness of the organization.
Note: When the Instructor has graded the draft, all feedback should be acknowledged by the student and corrections applied to the final submission of the portfolio in week 7. Revisions will be part of the final grade.
Step 4: Completing the Paper
Rea ...
The ‘Word Formation Process’ is regarded as the branch of Morphology, and it has a significant role in expanding the vocabulary that helps us communicate very smoothly. The main objectives of the word-formation process are to form new words with the same root by deploying different rules or processes.
There are nine essential word formation processes namely;
Derivation, Back Formation, Conversion, Compounding, Clipping, Blending, Abbreviation, Acronyms, and Borrowing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. The best way to test
people’s writing
ability is to get them
to write
3. 1. We have to set writing tasks that are properly
representative of the population of tasks that we
should expect the students to be able to perform.
2. The tasks should elicit valid samples of writing (i.e.
which truly represent the students’ ability).
3. It is essential that the samples of writing can and will
be scored validly and reliably.
3 parts in testing
problem
4. 1. Representative tasks
(i) Specify all possible content
–We have to be clear at the outset
just what these tasks are that they
should be able to perform. These
should be identified in the test
specifications.
5. - From the standpoint of content validity,
the ideal test would be one which required
candidates to perform all the relevant
potential writing tasks.
The total score obtained on that test (the
sum of the scores on each of the different
tasks) would be our best estimate of a
candidate’s ability.
(ii) Include a representative sample of
the specified content
6. So if we aren’t able to include every tasks
(that usually actually happens) and happen
to choose a task or tasks that the students
are good or bad at, then the outcome will be
very different.
The more tasks (reasonable number of tasks)
that we set, the more representative of a
candidate’s ability will be the totality of the
samples we obtain.
7. Testing problem
1. Representative tasks
(i) Specify all possible
content
(ii) Include a
representative sample
of the specified content
8. 2. Elicit a valid sample of writing
ability
(i) Set as many separate tasks as is feasible
–This requirement is closely related to
the need to include a representative
sample of the specified content.
9. (ii) Test only writing ability, and
nothing else
– In language testing we are not normally
interested in knowing whether students
are creative, imaginative, or even
intelligent, have wide general knowledge,
or have good reasons for the opinions
they have. Therefore, for the sake of
validity, we should not set tasks which
measure these abilities.
10. 1. Write the conversation you have with a friend about the
holiday you plan to have together.
2. You spend a year abroad. While you are there, you are asked
to talk to a group of young people about life in your country.
Write down what you would say to them.
3. ‘Envy is the sin which most harms the sinner.’ Discuss.
4. Discuss the advantages and disadvantages of being born into
a wealthy family.
11. Another ability that at times interferes
with the accurate measurement of writing
ability is that of reading. While it is perfectly
acceptable to expect the candidate to be
able to read simple instructions, we have to
ensure that these can be fully understood
by everyone whose ability is of sufficiently
high standard.
12. Testing problem
2. Elicit a valid sample of writing ability
(i) Set as many separate tasks as is feasible
(ii) Test only writing ability, nothing else
13.
14. (iii) Restrict candidates
There are so many significantly different
ways of developing a response to the
stimulus. Writing tasks should be well
defined: candidates should know just what is
required of them, and they should not be
allowed to go too far.
- A useful devise is to provide information in
the form of notes or pictures.
16. Tasks should not only fit well with the
specifications, but they should also be
made as authentic as possible. When
thinking of authenticity, it is important to
take into account the nature of the
candidates and their relationship for
whom the task requires to write.
17. Testing problem
3. Ensure valid and reliable scoring
(i) Set tasks which can be reliably scored
Set as many tasks as
possible
Restrict candidates
Ensure long enough
samples
Give no choice of
tasks
Suggestions
18. (i) Set tasks which can be reliably
scored
Suggestions:
1. Set as many tasks as possible
2. Restrict candidates. The greater the restriction imposed on the
candidates, the more directly comparable will be the performance
of different candidates.
3. Give no choice of tasks. Making them perform all tasks also
makes comparisons between candidates easier.
4. Ensure long enough samples. The samples of writing that are
elicited have to be long enough for judgements to be made reliably.
19. Testing problem
(ii) Create appropiate scales for scoring
Two approaches
• A single scoring to a
piece of writing
Holistic
scoring
• A method that
requires a separate
score for each
aspect of a task
Analytic
scoring
20. Holistic scoring
– has the advantage of being very rapid. This means that it is
possible for each piece of work to be scored more than once
because this is also necessary.
Not every scoring system will give equally valid and reliable
results in every situation. The system has to be appropriate to
the level of the candidates and the purpose of the test.
Testers have to be prepared to modify existing scales to suit
their own purposes.
The purpose is purely to measure proficiency, regardless of how
it has been achieved.
21.
22.
23. Analytic scoring
– Method of scoring which require a separate score for each of a
number of aspects of a task.
Advantages of analytical scoring:
1. It disposes of the problem of uneven development of
subskills in individuals.
2. Scores are compelled to consider aspects of performance
which they might otherwise ignore.
3. The very fact that the scorer has to give a number of scores
will tend to make the scoring more reliable.
24. Disadvantages:
1. The main disadvantage of the analytic
method is the time that it takes. Even
with practice, scoring will take longer
than with the holistic method.
2. Concentration on the different aspects
may divert attention from the overall
effect of the piece of writing.
26. The choice between holistic and analytic scoring
depends in part on the purpose of the testing. If
diagnostic information is required directly from the
ratings given, then analytic scoring is essential.
The choice also depends on the circumstances of
scoring. If it is being carried out by a small, well-knit
group at a single site, then holistic scoring, which is
likely to be more economical of time, may be the most
appropriate.
But if scoring is being conducted by a heterogeneous,
possibly less well trained group, or in a number of
different places analytic scoring is probably called for.
27.
28. Testing problem
(iii) Calibrate the scale to be used
Collect samples and members of the testing
team cover the full range of the scales
(iv) Select and train scorers
Trainee scores should be native speakers, be
sensitive to the languages, have had experience
of teaching writing.
29. (iv) Follow acceptable
scoring procedures
Once the test is completed, a search
should be made to identify ‘benchmark’
scripts that typify key levels of ability on
each writing task.
Copies of these should then be presented
to the scorers for an initial scoring.
Only when there is agreement on these
benchmark scripts should scoring begin.
30. Testing problem
(v) Follow acceptable scoring procedures
If the differences are
small the two scores
can be averaged but
if they are big senior
members will decide
the score.
Two o more
scorers to give a
score
independently
A senior
member of the
them identify if
there are
discrepancies
Multiple
scoring should
ensure scorer
reliability
31. It is important that scoring should take
place in a quiet, well-lit environment.
Scorers should not be allowed to become
too tired.
While holistic scoring can be very rapid, it
is nevertheless extremely demanding if
concentration is maintained.
32. Testing problem
4. Feedback
In some
situations
feedback is
very useful
to the
students
The content
that appears
in the
feedback can
be decided
during
calibration
Editor's Notes
The best way to test people’s writing ability is to get them to write.
READ THIS FIRST: Since we have to test writing ability directly, we have to consider 3 problems in testing.
FIRST: In order to judge whether the tasks we set are representative of the tasks that we expect students to be able to perform
1.We also cannot assume that the students’ scores are equal because people will simply be better at some tasks than others.
. This is why we select a representative set of tasks.
In other words, the more reasonable number of tasks that we set, the more valid it will be. That’s the principle. And if the test includes a wide ranging representative sample of specifications, the test is more likely to have a beneficial backwash effect.
This is taken from the handbook of the Cambridge in communicative skills in English. This is the description and the specifications of the communicative writing skills.
1. Remember that peoples performance even on the same task is unlikely to be perfectly consistent. Therefore we have to offer students as many ‘fresh starts’ as possible. By doing this, we will achieve greater reliability and so greater validity. BUT THERE HAS TO BE BALANCE BETWEEN WHAT IS DESIRABLE AND WHAT IS PRACTICAL.
FIRST: This advice assumes that we do not want to test anything other than the ability to write.
FIRST: Look at the following tasks and tell the class if what it measures is writing only.
WHAT OTHER ABILITIES THEN ARE ASKED FOR IN THIS TASK?
- There is creativity, imagination and script-writing ability.
An example that would contribute to reading ability is giving instructions that are too long.
2. so how do we prevent reading ability interfering in the writing tasks? …..
One way is to use illustrations.
1. This test is from the Assessment and Qualification Alliance which was intended for science students.
2. As you can see the instructions are short but comprehensible to the students because of the use of illustrations.
This may take form of a quite realistic transfer of information from graphic form to continuous prose.
Here is an example of a devise. A note.
1. Notes are given not to provide students with too much of what they need in order to carry out the task. Full sentences are generally to be avoided.
FIRST: There are a number of suggestions made to obtain a representative performance that will facilitate reliable scoring.
FIRST: There are two approaches to scoring
SHOW SAMPLE FROM THE PDF
SHOW SAMPLE FROM THE PDF
AFTER: now whichever is used, if high accuracy is sought, multiple scoring is desirable.
FRST: constructing a valid rating scale is not easy.
Here is a practical guide to scale construction. Also, this can be used for the construction of oral rating scales.
AFFTER: Any scale which is used, whether holistic or analytic, should reflect the particular purpose of the test and the form that the reported scores on it will take.
Because valid scales are not easy to construct, it is eminently reasonable to begin by reviewing existing scales and choosing those that are closest to one’s needs.
LAST: since rating scales are in effect telling candidates that ‘these are the criteria by which we will judge you’, their potential for backwash is considerable, since candidates are aware of them.
Calibrate – means collecting samples of performance collected under test conditions.
Train scorers – they should be sensitive to language, have had experience of teaching writing and marking written work.
FIRST: now let us assume that scorers have already been trained. Once the test is completed, a search should be made to
Each task of every student should be scored independently by two or more scorers (as many scorers as possible should be involved in the assessment of each student’s work), the scores being recorded on separate sheets.